IMPACT OF FLIPPED CLASSROOM MODEL ON STUDENT LEARNING OUTCOMES FOR UNIVERSITY FITNESS/WELLNESS LEARNERS

The purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko’s (2019) “Effects of the Flipped Classroom Instructional Strategy on Students’ Learning Outcomes: A Meta-Analysis,” which looked at 55 publications between 2000 and 2016, found statistically significant results in favor of the flipped classroom instructional strategy on student learning outcomes. Therefore, it was hypothesized that the flipped classroom model would improve undergraduate students’ learning outcomes of understanding of health content knowledge, physical activity level, physical fitness, and course satisfaction for a college-level lifetime fitness or wellness course as opposed to the traditional lecture class normally taught. Pretest and posttest data were collected.